« AnteriorContinuar »
HARVARD COLLEGE LIBRARY
CHRISTOPHER SOWER COMPANY
This book, true to its name, is a standard English grammar. It is not a “ language book,” but a treatise for the formal study of the grammar of the language. Neither have the authors attempted to combine the functions of a grammar and a work on rhetoric. At this stage of the students' development teachers have felt the need of texts upon the subject of grammar that would be more formal than the elementary beginners' book. In the treatment of the subject io effort has been made either to invent new terms or to simplify the subject by the omission of essential parts. Simplification has been secured by the logical arrangement and clear exposition of the subject.
In order to render the work thoroughly progressive nothing is anticipated when anticipation can possibly be avoided; and no part, or division, or subdivision, is introduced without explanation or some reference by which the mind of the pupil is prepared for its reception, until the portion under present consideration has been thoroughly treated. Thus the pupil is enabled to advance intelligently; and the teacher enjoys the satisfaction of knowing that his pupils understand what they are learning.
The terms PHRASE and CLAUSE have been somewhat loosely used in the past, but it is hoped that the restriction of these terms to a more definite meaning is in the interest of clearness.
While it would be an excellent thing if all could be so situated that they would never hear incorrect English, few have been so fortunate as to enjoy this exceptional advantage. All pupils who are old enough to study formal grammar have heard much incorrect language. Having heard it and used it, they should now be taught why it is incorrect. They should be taught the rules governing the correct use of English, and they should be drilled upon the correct forms of expression. To this end enough “false syntax” has been used to secure a knowledge of correct English construction.
To Dr. Edgar A. Singer, one of the original authors, and to Dr. Martin G. Brumbaugh, Professor of Pedagogy in the University of Pennsylvania, are due the thanks of the reviser for their careful criticism of the manuscript.
G. W. FLOUNDERS.
SEPTEMBER 28, 1905.